Assessment of Multiple Intelligences in First-Year Engineering Students in Northeast Mexico
Abstract
:1. Introduction
1.1. Aim and Structure of the Study
1.2. Multiple Intelligences
- Linguistic intelligence involves sensitivity to spoken and written language, and is involved in the ability to learn languages and to use language to achieve certain goals. In mathematics education, a math problem should be effectively communicated to motivate students to repeat the argument on a final exam. In addition, the listening skills of this group should be strengthened;
- Logical/mathematical intelligence consists of the ability to analyze problems logically, perform mathematical operations, and investigate questions scientifically. In mathematics education, the goal is to solve problems with logical thinking and deductive reasoning;
- Musical intelligence involves skills for interpreting, composing, and appreciating musical patterns;
- Body/kinesthetic intelligence involves the potential to use the whole body or parts of the body to solve problems, with reinforcement of mental abilities to coordinate body movements; therefore, with an agile activity such as crawling, both hemispheres of the brain can be activated;
- Spatial intelligence involves the potential to recognize and use patterns within large spaces and smaller areas. In mathematics education, shapes, image contours, and analysis of different points should be used as teaching strategies;
- Interpersonal intelligence is concerned with the ability to understand intentions, motivations, and desires of other people. The teacher should encourage students to solve problems in groups to develop these skills;
- Intrapersonal intelligence implies the ability to understand oneself and to appreciate one’s own feelings, fears, and motivations. In mathematics education, students should be provided with opportunities to use a personal idea to solve a problem;
- Naturalistic intelligence enables people to recognize, categorize, and take advantage of certain characteristics of the environment. Interestingly, the theorists behind most mathematical theories found their main ideas in nature.
2. Materials and Methods
2.1. Research Design
- RQ.1
- Do engineering students from different genders have different multiple intelligence profiles?
- RQ.2
- Is there a difference of multiple intelligence profiles among engineering students from different majors?
2.2. Participants
2.3. Questionnaires
2.4. Application Procedure
2.5. Statistical Analysis and Data Processing
3. Results
3.1. Statistical Analysis
3.2. (RQ.1) Gender Analysis
3.3. (RQ.2) Analysis by Academic Program
4. Discussion
4.1. General
4.2. Gender
4.3. Academic Program
4.4. Limitations
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Female | Male | Total | |
---|---|---|---|
BioMed | 10 | 18 | 28 |
Civil | 3 | 12 | 15 |
CompSc | 3 | 23 | 26 |
IndMan | 64 | 84 | 148 |
MechAuto | 2 | 27 | 29 |
MechRob | 5 | 36 | 41 |
Sust | 20 | 14 | 34 |
Total | 107 | 214 | 321 |
Mean | SD | SE | |
---|---|---|---|
Linguistic | 64.5 | 18.9 | 1.05 |
Mathematical | 75.4 | 20.7 | 1.16 |
Visual | 62.7 | 22.1 | 1.23 |
Kinesthetic | 64.1 | 21.2 | 1.18 |
Musical | 62.7 | 18.8 | 1.05 |
Interpersonal | 82.4 | 17.9 | 0.99 |
Intrapersonal | 79.7 | 19.2 | 1.07 |
Naturalistic | 55.9 | 23.8 | 1.33 |
Gender | Program | |||||||
---|---|---|---|---|---|---|---|---|
K | DF | p | ηH | K | DF | p | ηH | |
Linguistic | 4.86 | 1 | 0.027 * | 0.012 (small) | 4.63 | 6 | 0.592 | −0.004 (small) |
Mathematical | 8.68 | 1 | 0.003 * | 0.024 (small) | 27.4 | 6 | <0.001 * | 0.068 (moderate) |
Visual | 4.18 | 1 | 0.041 * | 0.010 (small) | 29.3 | 6 | <0.001 * | 0.074 (moderate) |
Kinesthetic | 2.11 | 1 | 0.146 | 0.003 (small) | 16.5 | 6 | 0.011 * | 0.034 (small) |
Musical | 2.64 | 1 | 0.104 | 0.005 (small) | 17.2 | 6 | 0.009 * | 0.036 (small) |
Interpersonal | 4.48 | 1 | 0.034 * | 0.011 (small) | 11.6 | 6 | 0.070 | 0.018 (small) |
Intrapersonal | 0.173 | 1 | 0.677 | −0.003 (small) | 1.84 | 6 | 0.934 | −0.013 (small) |
Naturalistic | 0.0593 | 1 | 0.808 | −0.003 (small) | 28.7 | 6 | <0.001 * | 0.072 (moderate) |
Gender | N | Mean | SD | SE | |
---|---|---|---|---|---|
Linguistic | F | 107 | 67.6 | 18.6 | 1.8 |
M | 214 | 62.9 | 18.9 | 1.3 | |
Mathematical | F | 107 | 70.6 | 21.6 | 2.1 |
M | 214 | 77.9 | 19.9 | 1.4 | |
Visual | F | 107 | 59.2 | 22.3 | 2.2 |
M | 214 | 64.4 | 21.8 | 1.5 | |
Kinesthetic | F | 107 | 66.6 | 20.2 | 2.0 |
M | 214 | 62.9 | 21.6 | 1.5 | |
Musical | F | 107 | 65.5 | 16.5 | 1.6 |
M | 214 | 61.3 | 19.8 | 1.4 | |
Interpersonal | F | 107 | 85.4 | 16.4 | 1.6 |
M | 214 | 80.8 | 18.4 | 1.3 | |
Intrapersonal | F | 107 | 79.2 | 19.2 | 1.9 |
M | 214 | 80.0 | 19.3 | 1.3 | |
Naturalistic | F | 107 | 56.7 | 24.4 | 2.4 |
M | 214 | 55.5 | 23.6 | 1.6 |
Program | N | Mean | SD | SE | |
---|---|---|---|---|---|
Linguistic | BioMed | 28 | 63.8 | 21.3 | 4.0 |
Civil | 15 | 65.8 | 16.0 | 4.1 | |
CompSc | 26 | 62.5 | 17.0 | 3.3 | |
IndMan | 148 | 65.4 | 19.2 | 1.6 | |
MechAuto | 29 | 59.1 | 18.0 | 3.3 | |
MechRob | 41 | 64.3 | 18.4 | 2.9 | |
Sust | 34 | 66.9 | 19.7 | 3.4 | |
Mathematical | BioMed | 28 | 83.0 | 16.7 | 3.2 |
Civil | 15 | 88.3 | 13.7 | 3.5 | |
CompSc | 26 | 75.5 | 18.5 | 3.6 | |
IndMan | 148 | 71.1 | 22.0 | 1.8 | |
MechAuto | 29 | 82.8 | 15.8 | 2.9 | |
MechRob | 41 | 82.0 | 17.7 | 2.8 | |
Sust | 34 | 68.0 | 22.0 | 3.8 | |
Visual | BioMed | 28 | 60.7 | 22.0 | 4.2 |
Civil | 15 | 76.7 | 17.6 | 4.5 | |
CompSc | 26 | 64.9 | 20.9 | 4.1 | |
IndMan | 148 | 56.3 | 23.2 | 1.9 | |
MechAuto | 29 | 66.8 | 21.7 | 4.0 | |
MechRob | 41 | 71.0 | 17.6 | 2.7 | |
Sust | 34 | 71.0 | 15.3 | 2.6 | |
Kinesthetic | BioMed | 28 | 63.8 | 19.6 | 3.7 |
Civil | 15 | 68.3 | 23.1 | 6.0 | |
CompSc | 26 | 49.0 | 21.2 | 4.2 | |
IndMan | 148 | 64.7 | 21.2 | 1.7 | |
MechAuto | 29 | 66.8 | 20.9 | 3.9 | |
MechRob | 41 | 63.1 | 21.1 | 3.3 | |
Sust | 34 | 70.6 | 17.9 | 3.1 | |
Musical | BioMed | 28 | 65.2 | 18.4 | 3.5 |
Civil | 15 | 77.5 | 13.5 | 3.5 | |
CompSc | 26 | 58.7 | 26.2 | 5.1 | |
IndMan | 148 | 62.1 | 17.8 | 1.5 | |
MechAuto | 29 | 63.4 | 18.0 | 3.3 | |
MechRob | 41 | 56.1 | 20.9 | 3.3 | |
Sust | 34 | 67.3 | 12.7 | 2.2 | |
Interpersonal | BioMed | 28 | 81.3 | 20.3 | 3.8 |
Civil | 15 | 80.0 | 17.6 | 4.5 | |
CompSc | 26 | 74.5 | 18.5 | 3.6 | |
IndMan | 148 | 85.1 | 17.4 | 1.4 | |
MechAuto | 29 | 81.9 | 13.6 | 2.5 | |
MechRob | 41 | 79.6 | 19.5 | 3.0 | |
Sust | 34 | 82.4 | 17.7 | 3.0 | |
Intrapersonal | BioMed | 28 | 80.4 | 19.1 | 3.6 |
Civil | 15 | 79.2 | 27.0 | 7.0 | |
CompSc | 26 | 77.9 | 24.8 | 4.9 | |
IndMan | 148 | 79.3 | 18.5 | 1.5 | |
MechAuto | 29 | 79.3 | 18.1 | 3.4 | |
MechRob | 41 | 79.6 | 18.3 | 2.9 | |
Sust | 34 | 83.1 | 16.8 | 2.9 | |
Naturalistic | BioMed | 28 | 61.2 | 25.8 | 4.9 |
Civil | 15 | 64.2 | 20.5 | 5.3 | |
CompSc | 26 | 48.6 | 20.7 | 4.1 | |
IndMan | 148 | 50.8 | 24.3 | 2.0 | |
MechAuto | 29 | 57.3 | 23.0 | 4.3 | |
MechRob | 41 | 57.9 | 16.9 | 2.6 | |
Sust | 34 | 72.4 | 23.0 | 3.9 |
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Chavarría-Garza, W.X.; Santos-Guevara, A.; Morones-Ibarra, J.R.; Aquines-Gutiérrez, O. Assessment of Multiple Intelligences in First-Year Engineering Students in Northeast Mexico. Sustainability 2022, 14, 4631. https://doi.org/10.3390/su14084631
Chavarría-Garza WX, Santos-Guevara A, Morones-Ibarra JR, Aquines-Gutiérrez O. Assessment of Multiple Intelligences in First-Year Engineering Students in Northeast Mexico. Sustainability. 2022; 14(8):4631. https://doi.org/10.3390/su14084631
Chicago/Turabian StyleChavarría-Garza, Wendy Xiomara, Ayax Santos-Guevara, José Rubén Morones-Ibarra, and Osvaldo Aquines-Gutiérrez. 2022. "Assessment of Multiple Intelligences in First-Year Engineering Students in Northeast Mexico" Sustainability 14, no. 8: 4631. https://doi.org/10.3390/su14084631
APA StyleChavarría-Garza, W. X., Santos-Guevara, A., Morones-Ibarra, J. R., & Aquines-Gutiérrez, O. (2022). Assessment of Multiple Intelligences in First-Year Engineering Students in Northeast Mexico. Sustainability, 14(8), 4631. https://doi.org/10.3390/su14084631